New Ulm weekly review., 1887-03-30
Teachers Institutes in Brown Co.


them In other words, we believe that
the methods presented at institutes can
not be applied practically in our coun-
try schools; more than that, we hold
that in some instances, teachers who
made an effort to introduce these new
educational ideas collected at insti-
tutes, utterly failed, and made the
state of things in their respective schools
worse than ever.
Much was said, pro and contra these
Institutes in our local papers some
years ago, and those of your readers,
who have read the articles, will have
noticed that both sides treated the sub
ject with extreme exaggeration.
We will not, however, in defense of
our arguments, resort to such low
means as to abuse an institute instruc-
tor Or the state for supporting these in
stitutes. We appreciate the good and
sincere will of both; out we will give
the facts as they truly exist in our
county.
The greater part Of Brown Co. is in
habited by a people who are direct en-
igrants from Germany, Austria, and
Scandinavia. They have brought with
them their foreign customs and habits,
their social and religious ideas and their
language, all of which differ so widely
from those of America These condi-
tions are propagated from generation
to generation, and an American teacher
who comes among such people has to
work with the same spirit and disad-
vantages as a missionary among the
heather. The methods presented at
institutes, thus far, have been based upon
American principles only. They are
based upon the supposition that a child,
| when first entering school, has q voca-
| bulary of three to four hundred English
words; that every school district has
the essential equipment and that the
teacher might depend upon some inhu-
ence and aid from parents. But how is the
state of these things in Brown County !?
In my sphere of action [ have found
facts just the contrary. There are
some schools in this county whose
brightest pupils can, with great difficult
ty, read about fifty English words by
sight, but the significance of these words
is to them as much as q hierogiyphic
on an Egyptian obelisk. Many school
rooms contain nothing but the bare
walls with q spiders web here and
there; q few homemade desks and a
low stool to serve as teachers chair.
The best citizens ofsuch districts can
not read or write even their own Ian
guage? Fellow teachers, do you thin k
that we could go into such q school
room, with our notebook full Of useful
ideas and suggestions gathered at insti.
tutes, and commenceiWork on that bas
is9 Those of you who had Il similar
experience, know what can be accom-
plished under such circumstances. The
teacher who chooses his sphere Of actor
among such people whose language,
characteristics etc. are unknown to him,
is indeed in q pitiable situation.
Institute methods can certainly no
diminish the difficulties that he meets
there, nor do they aid him in overcom.
ing them.
7 A school of the above described char
acter cannot be organized and governed
; on the plan as recommended by insti
tute instructors. We have no doub
!. but that in certain communities these
: Institutes have been an important fac
tor in furthering the condition of the
schools; but let it be understood tina
= the Brown Co. schools have not beer
made by Institutes what they, are to
day.
An intelligent teacher does not go t
Institutes for the purpose of ,hearin!
q temperance or scientific lecturers o7al
= he wants advice how to master th
II difficulties that he meets with in hi
sphere. But how can these instructor
e give us advice on a point which is NJ
/ within the scope of their experience
Undoubtedly they will give us the
opinion (by saying, ''use tact''); b,
E can we teachers build upon mere opil
ions? We want principles. Asic
from that, we need not so to institut
to hear the opinions Of others.
Can we not derive the same inst.u
ton through less expensive and mo
convenient sources2 IF a law compe
a teacher to attend an institute, WI
can it not compel him to subscribe
professional publications and stu